How student voice is reshaping support for male learners

Leicester College has developed a robust approach to student and staff voice through its 'Hear My Voice' project, an ongoing project as part of the college's drive to ensure that all students are represented through the work the college does. Centralising learner voice is critical to the college in shaping provision for its diverse cohort of learners.  

Previous iterations of 'Hear My Voice' have focused on experiences of Black and mixed-race students, SEND students (including those with mental health struggles) and the college's LGBTQ+ community. A key strength of the projects is the involvement of external research partners to support shaping the work and is informed by youth work principles and relations-based practice.

Influenced by the Lost Boys report from the Centre for Social Justice, the most recent project has focused exclusively on the experience of male learners in the college. The college reached over 600 students through mixed and single sex focus groups, opening up a range of opportunities for young people to have open and honest conversations on a range of topics.  

Rather than viewing male disengagement simply through attendance, behaviour or achievement data, the college wanted to understand what sits behind those indicators. The project explored transition into post-16 education, previous experiences of school, mental health and help-seeking, belonging, masculinity and identity, social media and online influence, relationships, misogyny, safety and the importance of trusted adults.

Hear My Voice has enabled the college to translate student experiences into five areas for consideration and development: 

• strengthening transition and belonging, particularly during the first six–12 weeks, and intervening earlier when students begin to struggle or disengage
• promoting healthy masculinity, healthy relationships, gender equality and  
• understanding of violence against women and girls
• strengthening digital literacy so students can critically examine algorithms, influencers, misinformation and online narratives
• building on trusted relationships and creating meaningful opportunities for students to continue influencing college decisions.  

Rather than creating a separate initiative solely for boys, the project points towards a whole-college response involving curriculum, student services, personal development, safeguarding, EDI, enrichment and student voice. The college is exploring how personal development can create safe opportunities to discuss issues young people themselves identified as important, including masculinity, relationships, consent, misogyny, online influence, emotional literacy and help-seeking.